1. The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 School Self-evaluation Context (Draft SSE Guidelines, p.5) © PDST, 2010 1 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Click to access on-line

2. The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 The National Strategy To Improve Literacy And Numeracy Among Children And Young People © PDST, 2010 2 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 To engage in robust school self-evaluation To put in place a 3 yr school improvement plan from 2012/13 Use assessment data in the 3 year plan To identify specific targets for improving Literacy & Numeracy (pg 82 / 84) Summary of Strategy Click here to access on-line

3. The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Transfer of primary school data © PDST, 2010 3 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 From 2012 – at the end of 2 nd, 4 th and 6 th class in primary school Standardised tests and report card will be used Reading -Drumcondra or Micra-T Maths – Drumcondra or Sigma-T (information on strands) Standardised testing will begin in post-primary from 2014/15 NCCA Information re analysing standardised test must be given to parents Department Circular 0056/2011 (re: transfer of data) Department Circular 0056/2011 Report Card Templates (primary school) Report Card Templates Click underlined text to access on-line

4. STEN score What it means% of students 8-10 Well above average 17% 7 High average 17% 5-6 Average 34% 4 Low average 17% 1-3 Well below average 17% NCCA Information re analysing standardised tests NEPS resource pack for PP teachers

5. Standardised Score ScoreWhat it means% of students 130 +Very High2% 12 - 129High7% 110 - 119High Average16% 90 - 109Average50% 80 - 89Low Average16% 70 - 79Low7% Less than 70Very Low2% NCCA Information re analysing standardised tests NEPS resource pack for PP teachers

6. The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Are standardised tests the same as intelligence tests? © PDST, 2010 6 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 No. Standardised tests are not intelligence tests. The main purposes of using standardised tests are to help the teacher plan your childs learning, and to inform you about how well your child is doing in English reading and maths. When the test scores are used alongside other information gathered by the teacher through observing your child at work, talking with him/her and looking at his/her work, they show how your child is getting on in English reading and maths, and help the teacher to identify your childs strengths and needs. NCCA information leaflet for parents

7. The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 © PDST, 2010 7 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 As with other tests your child does in school, his/her result on a standardised test can be affected by how he/she feels on the test day or by worry or excitement about a home or school event. This means that each test result is an indication of your childs achievement in English reading and maths. You play an important role in encouraging and supporting your chiId no matter what he/she scores on the test. NCCA information leaflet for parents

8. The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 If my childs score is low, what does this tell me? © PDST, 2010 8 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 A low standard score (for example, 80) suggests that your child may have difficulties in English reading or maths. One test score by itself does not give a complete picture of your childs learning in English reading or maths. The teacher might decide to gather more information about your child from other tests, as well as his/her observations in class. You too will have additional information from helping your child with homework, and hearing him/her talking about school work. The teacher may ask a colleague called the learning support teacher to look at your childs test scores and other assessment information. They may decide that your child would benefit from extra support with reading or maths. This extra support may be given by the learning support teacher. Your childs teacher will talk to you about this. NCCA information leaflet for parents

9. The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Should I share the score with my child? © PDST, 2010 9 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 You know your child best. No matter what the score is, you play an important role in encouraging your child to do his/her best, and in helping your child with English reading and maths. If the score is low and your child needs extra help with English reading or maths, it may be helpful to talk to him/her about this and to see the help in a positive way. NCCA information leaflet for parents

10. The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 If my childs score is high, what does this tell me? © PDST, 2010 10 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 A high score on the test may suggest that your child is a high achiever in English reading or maths. As with low scores, one high score is not enough to confirm this. Your childs teacher will use information from other classroom assessments to understand more clearly how well your child is doing in English reading and maths.

11. Assessment Policy Schools should establish a structured policy of school-based testing in order to identify & monitor the progress of students with literacy and /or numeracy difficulties.

12. Assessment structures Staff training Agreed procedures for selecting tests Deciding when to administer them Managing the data Sharing the data Acting on the results

13. Three classes of tests Ability General academic and problem solving ability Attainment Reading, spelling, writing, number skills Diagnostic Efficient management of information (memory, speed) +....

14. What are most PP schools doing? 1. Cognitive Ability Tests in FEB CAT 3 & Drumcondra are the most common NRIT – only useful for NEPS referral AH2, 3, 4 out of date

15. What are most schools doing? Literacy Test in September Group Reading Test 11 9-14 Group Reading Scales2, 2009 Hodder Group Test 3 (9-16+) British Spelling Test Series GH (10-14) Diagnostic Spelling Test 3-5 (Secondary – Adult) WRAT(Word reading, Sentence comprehension, Spelling) Not recommended All Schonell reading tests GAP & GAPADOL reading tests Burt or Marino word reading tests Some of the most common tests Parallel forms allows for re-testing

16. What are most schools doing? Numeracy Test in September Access Maths Test 2 (11-16+) Maths Assessment for Learning & Teaching: Stage 3 (11-15) Maths Competency Test (11-18) Progress in Maths Series (12,13, & 14) WRAT (Basic Math Computation (+,-,x, ) Not recommended Profile of Maths Skills (France) Vernon Arithmetic-Maths Tests Some schools are starting to create their own numeracy test These four tests are based on UK curriculum & use £ and imperial measurements

17. Results Data Standardised scores Percentile scores Reading ages Arithmetic-Maths ages

18. Reading/Maths Ages Should not be used to describe attainment or to track progress. It is the most ambiguous and misleading method of interpreting test performance.

19. Cognitive Ability Tests CAT3 is an assessment of a range of reasoning skills. It looks at verbal, quantitative and non-verbal reasoning. Using language & numbers to solve problems.

20. Getting the best from CAT DescriptionSTenStandardised Score Percentile% of pupils Very high 9127 and above98-994 Above average 8119-12691-977 Above average 7112-11875-9012 Average 6104-111 25-74 17 Average 597-10320 Average 489-9617 Below average 382-889-2412 Below average 274-813-87 Below average 173 and below1-24 Getting the best from CAT p 9 NCCA Information re analysing standardised tests NEPS resource pack for PP teachers

21. Cognitive Ability Tests Expensive & time consuming. Scoring service is available. Reports & tables – worth the investment??

22. The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 Useful Links © PDST, 2010 22 The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013 1.National Strategy for Literacy & NumeracyNational Strategy for Literacy & Numeracy 2.Summary of StrategySummary of Strategy 3.DES Draft SSE Guidelines for Post-primary SchoolsDES Draft SSE Guidelines for Post-primary Schools 4.Department Circular 0056/2011 (re: transfer of data)Department Circular 0056/2011 5.Department Circular 0025/2012 (re: implementation of L & N strategy)Department Circular 0025/2012 (re: implementation of L & N strategy 6.Report Card Templates (primary school)Report Card Templates 7.NCCA Information re analysing standardised testsNCCA Information re analysing standardised tests 8.NEPS resource pack for PP teachersNEPS resource pack for PP teachers 9.DES approved post-primary assessmentsDES approved post-primary assessments